Principles of High Quality

Assessment

Glenda A. Abejuela
Course Professor, Educ 7
Qualities / Principles of a High
Quality Assessment
1. Validity
2. Reliability
3. Usability
Validity
▪ the degree to which a measuring
instrument measures what it intends to
measure
▪ concerns with what the instrument
measures and how well it does so.
▪ goodness and general merit of the
assessment tool
Content Validity
▪ the extent to which the content of the test is truly
a representative of the content of the course.
▪ the relevance of the test items of a test to the
subject matter from which they are taken.
▪ Involves post facto judgments
--- thorough judgments & systematic examination
of the course syllabus & textbooks
--- statements of behavioral objectives
--- analysis of the teacher-made questions
Concurrent Validity
▪ the degree to which the test agrees with or
correlates with a criterion which is set up as an
acceptable measure.
▪ It is relevant to test employed for diagnostic of
existing status rather than prediction of future
outcomes
Note:
The criterion is available at the time of testing.
Predictive Validity
▪ the degree of accuracy of how a test
predicts the level of performance in a
certain activity which it intends to foretell
Note:
the criterion is available after a long
period of time.
Note
Concurrent and Predictive
validity are called
collectively as criterion-
related validity.
Construct Validity
▪ The agreement of the test results with
certain characteristics which the test
aims to portray.
Reliability The degree of
consistency of
measurement it
gives

Note:
A reliable test may not
always be valid.
Factors Affecting Reliability
▪ Adequacy
▪ Objectivity
▪ Testing condition
▪ Test administration
procedures
Finding the Reliability of the
Assessment Tool
 Test Retest Method
▪ same test is administered twice to the
same group of students
▪ Gap between test and retest is
important
▪ Spearman Rank Correlation Coefficient
 Parallel / Equivalent Form Method
▪ Parallel or equivalent forms of tests are
administered to a group of students and the
paired observation is correlated.
▪ The two tests must be constructed that the
content, type of test item, difficulty and
instruction are similar but not identical.
▪ Divide the questions into two sets to be
administered to the same students
▪ The observed scores must have the same mean
and variance
 Split - Half Method
▪ Administered once, but the test items are
divided into two halves (odd-even items)
▪ Two halves of the test must be similar but not
identical in content, number of items, difficulty
means and standard deviations.
▪ Each student obtains two scores, one on odd
and the other on even items
Internal Consistency Method
▪ Used in psychological test that
consists of dichotomous scored
items. The examinee either
passes or fail in an item.
▪ Kuder-Richardson Formula 20.
Usability
the degree to which
the measuring
instrument can be
satisfactorily used by
teachers without
undue expenditure of
time, money and
effort
Factors Affecting Usability
▪ Administrability
▪ Scorability
▪ Economy
▪ Comparability
▪ Utility
 Other Principles of a High
Quality Assessment
Clarity of Learning Targets
Appropriateness of Assessment
Methods
Clarity of Learning Targets
▪ Assessment can be made precise, accurate
and dependable only if what are to be
achieved are clearly stated and feasible. Thus
the need to consider learning targets
involving knowledge, reasoning, skills,
products and effects.
▪ Learning targets must be stated in behavioral
terms which denote something that can be
observed through the behavior of the
students.
▪ ‘to understand buoyancy’ is not clear and not
in behavioral terms.
Appropriateness of Assessment Methods
▪ Once the learning targets are clearly set, it is
now necessary to determine an appropriate
assessment procedure or method.
Suggestions based on purpose of assessment:
▪ Should the method be constrained?
- exams
- in – class activities
▪ For cooperative activity?
- group projects, presentations
▪ If you want to use information technology?
- computer-based assessments
Appropriateness of Assessment Methods
Suggestions based on purpose of assessment:
▪ For assessing innovation or creativity?
- performances
- exhibits
- poster displays
- presentations
-student-led seminars
- simulations
- games
Appropriateness of Assessment Methods
Suggestions based on purpose of assessment:
▪ For oral skills development?
- interview
- news broadcasting
- speech choir
- monologue
-oration and extemporaneous speaking
- debate
Appropriateness of Assessment Methods
Suggestions based on purpose of assessment:
▪ For student interactions?
- debates
- role plays
- interviews
- panel discussion
-seminar
- case studies
Appropriateness of Assessment Methods
Suggestions based on purpose of assessment:
▪ Assessment away from the school?
- reflection paper
- journal
- field studies
- portfolio
-case studies
References:
▪ Santos, R. D. (2007). Assessment of Learning 1.
Quezon City: Lorimar Publishing Inc.
▪ Gabuyo, Y. (2012). Assessment of Learning 1.
Manila: Rex Book Store, Inc.
▪ Calmorin, L. (2014). Assessment of Student
Learning 1. Manila: Rex Book Store.